Fostering Creativity Via AI Robotics

Abstract

This research paper presents a research study exploring the impact of robotics programs on fostering creativity in primary school pupils. The study conducted over 4 months and employed a mixed methodology combining pre-post CAP testing, interviews, and observational analysis. The study sample comprised 60 female students, aged 10 to 12, from a middle socio-economic background. The participants were randomly divided into control and treatment groups. The students in the treatment group were introduced to an Arduino robotics program involving artificial intelligence, whereas the participants in the control group did not join such program. The findings from the pre-posttests demonstrated that the AI robotics program, significantly enhanced thinking skills of creativity including flexibility, fluency, elaboration, and originality. The paper offers insights for education policy makers and provides recommendations for future research in this field. The chapter recommends incorporating AI robotics in the curriculum while calling educational policy makers for proving training and research opportunities in this field.

1. Introduction

The quest for long-term sustainability has triggered a global search for innovative solutions to resource limitations, a task that is inherently connected to creativity. As the pulse of sustainable development, creativity is not only about imagination and ingenuity but extends to incorporating new technologies and innovative ways of using existing ones. The fourth industrial revolution has paved the way for significant creativity and innovation, necessitating a redesign of educational programs to meet the evolving demands. This paper first explores the concept of creativity and its associated skills and then describes educational programs designed to foster creativity with a focus on robotics and artificial intelligence (AI). The paper examines a research study investigating the effect of AI on enhancing creative thinking skills among primary school girls and offers insights for future research.

2. Creativity

Creativity involves the generation of something that is useful, original, and novel [1]. While the concept has various interpretations and models, these variations do not imply contradiction or confusion but rather showcase the different ways creativity has been explored and elaborated in diverse contexts [1].

2.1 Creative thinking skills

Creative thinking is associated with divergent, convergent, and emergent thinking patterns and skills [2, 3]. Divergent thinking generates original ideas. Convergent thinking assesses the novelty and usefulness of these ideas, and emergent thinking translates these novel and useful ideas into creative outputs. These thinking patterns necessitate various creative thinking skills: fluency (generating multiple ideas), flexibility (producing diverse thoughts), originality (creating novel ideas), and elaboration (adding details to the final product) [4].

3. Developing creativity in education

Numerous educational programs have been developed to nurture creativity in education. These programs used two main approaches. Teachers either directly introduce creative thinking skills independently from the curriculum or indirectly integrate them into curriculum-related activities. However, some of these programs are outdated, being either too lengthy, de-motivating, lacking innovation, or failing to connect to modern technological advancements. On the other hand, AI programs showed increasing attention by educators [5]. Such programs have been mostly linked to STEM (science, technology, engineering, and mathematics) subjects and used the main methodology of project-based learning PBL. This is largely because this methodology embraces the teacher introducing a problem and encouraging students to examine, analyze, and reflect to find the creative solution. In this perspective, each student is the protagonist in developing their own reflections and innovative conclusions from experimentation in a critical and creative manner [6]. Similarly, the current research used Arduino in STEM projects using the methodology of PBL. It investigated the impact of AI to foster creativity. The paper shall now explore AI robotics and related research in the field.

3.1 AI educational robotics

Robots integrated with AI offer innovative solutions to challenges across various fields, including education. The AI robots, which were used for the purpose of the current study, are equipped with diverse environmental sensors such as proximity and soil moisture sensors besides vision devices that provide real-time data for analysis and action. Arduino includes a programmable circuit board and software for writing and uploading simplified C++ code to the board. The AI capability of Arduino robots allows them to collect and analyze information, make inferences based on their environment and mission, and act accordingly to deliver optimal results. AI-powered robots are more efficient, saving time and energy guaranteeing accuracy, and minimal mistakes [7].

4. Studies on Arduino robotics and creativity

Arduino robotics and creativity have been a focal point in numerous research studies over the past decade. A systematic literature review on prototyping with Arduino indicated its benefits to teachers, students, and amateur innovators ranging from building and programming to creativity and innovation [8]. Arduino has a simple, inexpensive, and easy-to-understand open-source platform for individuals with interest on interactive hardware and software projects. Some research studies on Arduino robotics and creativity in education shall now be highlighted in some detail.

Tiryaki and Adigüzel [9] examined the effects of STEM-based robotics applications on the creativity and attitude of students toward science. In their mixed-methods study, 60, and seventh-grade students, in two groups of experimental (n = 30) and control groups (n = 30) attended a post-school course, which consisted of 2 weeks of pre-applications and 4 weeks of applications. The “Torrance Creative Thinking Test” and TOSRA were applied to measure creativity and attitude toward science, respectively, as pre- and posttest. Furthermore, data from semi-structured interviews were analyzed using content analysis. The results indicated significant gains in students’ creativity and attitudes toward science due to their participation in STEM-based robotics applications. They argued that “STEM-based robotic applications are more effective in increasing students’ creativity than the inquiry-based learning model” (p. 295). Although they applied Torrance Creativity Thinking Test and noted that the test measures creative thinking skills of fluency, flexibility, detailing or elaboration, and originality; they did not attend to each thinking skills and rather indicated the overall creativity scores of their participants.

Handayani and Setya [10] investigated the impact of Arduino for learning STEM on creativity of preservice physics teachers in laboratory of design physics. Teacher participants were first taught the basics of Arduino and its coding, four mini-projects, and theoretical explanations about sensors and data generating process. A qualitative method with the narrative design was used for the purpose of this study. Data was collected via observation. A sample of 14 preservice physics teachers (5 males and 10 females) participated in the study. The training course was conducted virtually due to COVID-19 pandemic. Teachers were asked to design a laboratory activity to support learning physics using sensor and Arduino. The tool used to collect data was creativity product analysis matrix (CPAM) measuring three creativity dimensions in terms of elaboration, resolution, and novelty dimension. Teachers’ performance on design creativity of the physics laboratory demonstrated development in three dimensions of problem-solving and resolution, elaboration, and originality.

Jamali [11] in her longitudinal study investigated the impact of AI intervention comparing to LEGO robotic intervention on developing creative thinking skills. She conducted her study using a mixed method of pre-posttests and observation among a sample of 60 female students aged 10 to 12, who were randomly selected into two groups of treatment and controlled groups. The treatment group participated in a LEGO robotics program in the first year and an Arduino robotics program in the second year. The control group did not participate in any robotics program. The results indicated that the AI robotics program enhanced all the creativity thinking skills, including fluency, flexibility, originality, and elaboration. LEGO robotic intervention fostered fluency, flexibility, and elaboration, while failed to statistically and significantly develop originality. Jamali recommended using AI in education and called for future research in this field.

Guven et al. [12] sought to understand the impact of performing coding activities using Arduino-assisted robotics on students’ attitude toward robotics, creativity in science, and motivation. Their research adopted a mixed method, using a sample of 11 and sixth graders ((6 females and 5 males) who participated in a STEM program. Quantitative data was collected using scientific creativity scales, motivation scales, and robotics attitude scales, while qualitative data was gathered through semi-structured interviews. The results showed an increase in students’ creativity, motivation and attitude toward robotics, and motivation. Furthermore, students exhibited thinking skills of creativity such as, flexibility, fluency, elaboration and originality, and demonstrated problem-solving abilities in real-life situations The researchers Guven and her colleagues recommended the use of Arduino-assisted robotics coding applications in the teaching of sixth-grade science curricula for sixth-grade students.

Kim and Lee [13] investigated the effects of incorporating Arduino into an educational intervention on promoting creativity. A total of 20 high school students (n = 20) participated in the intervention over a span of 36 hours. However, the findings demonstrated no significant gain in the students’ creative problem-solving abilities. Students partcipants’ feedback following the intervention revealed that according to them, the Arduino-based program although was intriguing and somewhat satisfying, but felt overwhelming by the challenges in designing and debugging. The researchers suggested that teaching materials, pedagogical methods, and activities need to be reconsidered before incorporating AI into education.

Chou [14] examined students’ learning performances in an Arduino-based educational robotics program. A learning environment was set up in a public elementary school in Taiwan, where 30 fifth-grade students took part in an after-school club for a period of 16 weeks. The students were grouped randomly into control and experimental groups. Students in the experimental group joined a weekly AI robotics educational course, while those in the control group and participated in others, such as homework. Both observation and pre-posttest designs were used to evaluate the participants’ coding and problem-solving skills, and electrical engineering knowledge. The quantitative results suggested that AI robotics courses significantly developed the participants’ problem-solving skills while enhancing their knowledge in coding and electrical engineering. Qualitative results from observation showed that students used a variety of alternative approaches (i.e. flexibility) and unique thoughts (i.e., originality) in building AI robots to resolve real-life challenges. The researcher highlighted the comfort and ease of using Arduino solutions in daily life and underscored the significance of supporting students in both hardware and software debugging considering the Arduino’s limitations in this regard.

However, the aforementioned studies had certain limitations. Some were conducted in controlled settings with children participating in an intense AI robotics program a short time-span. Some studies, such as Guven et al. relied on using applications for coding activities while did not attend to engendering parts of building robots. Moreover, most research relied heavily on quantitative methods, while the samples were not representative (particularly in terms of gender) and were small in numbers, . In addition, some research did not investigate the development of skills of creative thinking in terms of flexibility, fluency, elaboration, and originality using standardized tests, while others mentioned fostering creative thinking skills as secondary data. Utilizing standardized creativity tests would offer a basis for comparing results from past, present, and future studies. To address these weaknesses, the current research examined changes in students’ creativity before and after implementing robotics interventions in their classroom over 12 weeks, with a sample of 60 female students. The research hypothesized that AI robotics interventions would positively impact the development of creative thinking skills of flexibility, fluency, elaboration, and originality among students.

5. Methods

5.1 Research design and sample

The current study adopted a mixed-methods approach. The qualitative component incorporated observation and interviews, with the researcher observing students as they designed and coded robots. Additionally, 30-minute semi-structured interviews were conducted, during which students were asked to provide further details about their robots. The quantitative component employed a control treatment and pre-posttest design.

The study’s sample consisted of 60 female students, aged between 9 and 12 years (n = 60). These students were from a local all-girls primary school in Bani Jamra, originating from middle socio-economic backgrounds. The participants were randomly divided into control and treatment groups. Prior to the study, participants’ creativity levels were assessed using the CAP [15] test.

5.2 Procedures

The program was delivered in weekly two-hour sessions over the course of 12 weeks. The intervention consisted of an Arduino robotics program, utilizing artificial intelligence (AI) techniques. It was delivered in a similar manner as the first year’s program but lasted 10 weeks. For both years, the control group did not receive any intervention. The Frank Williams [13] Creativity Assessment Package (CAP) was used to measure students’ creativity before and after the AI interventions. Throughout the sessions, the researcher observed students’ performances and conducted 30-minute semi-structured interviews, where students provided more details about their robots.

5.3 Data analysis

Triangulation was ensured through mixed methods. The research adopted a pre-posttest designing. Quantitative data was gathered from participants’ performances on CAP tests before and after the AI robotics interventions. The CAP test consisted of 12 frames, each containing a line as a thought provoker, and children were asked to draw up to 12 drawings using these lines. Creative thinking skills such as flexibility, fluency, elaboration, and originality were evaluated through these drawings. The resulting data was analyzed using a repeated measures t-test. Qualitative data incorporated observations of how children designed and coded robots, emphasizing the creative thinking skills of fluency, flexibility, elaboration and originality. Transcripts from participants’ interviews informed the observations.

6. Results

The study yielded interesting results from qualitative and quantitative data. The students in the treatment group who participated in the AI robotics interventions demonstrated significantly improved creative thinking skills compared to the control group. The results shall now be discussed in more detail.

The AI robotics intervention also showed promising results. Paired samples t-tests revealed significant improvements in posttest creativity scores for the treatment group compared to the control group, t(29) = 2.630, p = .014 (p < .05). As shown in Table 1, the treatment group’s scores (M = 34.300, SD = 11.744) increased by an average of 7.4 points compared to the control group (M = 26.900, SD = 8.095). This indicates that AI robotics programs can enhance overall creativity, corroborating previous research (Table 1) [7, 8, 9, 10, 11, 12, 14].

Paired Samples Test
		Paired Differences					t	df	Significance
		Mean	Std. Deviation	Std. Error Mean	95% Confidence Interval of the Difference				Two-Sided p
					Lower	Upper
Pair 1	OverallCreativity - OverallCreativitypost	−7.40000	15.41070	2.81360	−13.15445	−1.64555	−2.630	29	.014
Pair 2	Fluency - Fluencypost	−1.96667	3.78275	.69063	−3.37917	−.55416	−2.848	29	.008
Pair 3	Flexibility - Flexibilitypost	−1.23333	3.04770	.55643	−2.37137	−.09530	−2.217	29	.035
Pair 4	Originality - Originalitypost	−.66667	1.66782	.30450	−1.28944	−.04389	−2.189	29	.037
Pair 5	Elaboration - Elaborationpost	−3.76667	8.95076	1.63418	−7.10894	−.42440	−2.305	29	.029

Table 1.

The results of the t-test with repeated measures comparing students’ posttest scores after AI robotics intervention on creative thinking skills in the treatment and controlled group.

Moreover, significant increases were observed in scores regarding developing creative thinking skills of fluency (i.e., developing many ideas) in the treatment group at posttest, t(29) = 2.630, p = .008 (p < .05). Evidence from students’ performances and interview transcripts supported the findings. For example, a group of students described how they designed an AI bed, which performed many tasks, such as alarming, washing the face, feeding, riding to the school and so on and so forth. This demonstrated that AI robotics programs can foster the development of fluency supporting earlier mentioned research studies [9, 12, 14].

The t-test also revealed significant gains in flexibility scores at posttest, with p values of .035. The treatment group exhibited significant improvements in flexibility, t (29) = 2.217, p = .035 (p < .05) compared to the control group. Examples of fostering flexibility were evident in students AI projects. For instance, when they asked to develop AI tools for teaching real-life Math examples; a group of students used soil moisture sensor and an LCD screen, which was designed and programmed to indicate high (above 100%) and low (below 50%) soil moisture if the soil was wet or dry respectively. The results supported the hypothesis that AI robotics interventions can enhance flexibility supporting the findings of previous studies [11, 12, 14]. This suggested that AI robotics programs can develop flexibility.

In addition, significant gains were indicated in elaboration scores in the treatment group at posttest, t(29) = 2.305, p = .029 (p < .05). Evidence from students’ performances and interview transcripts supported the findings. Examples of student projects such as a Smart Cap that featured 18 components and performed four activities using AI, indicated the development of creative thinking skills of elaboration. This demonstrated that AI robotics programs can foster the development of elaboration, supporting the findings of previous studies [10, 11, 12, 14].

Furthermore, students displayed a significant increase in originality after the AI intervention, t(29) = 2.189, p = .037 (p < .05). Qualitative evidence also backed this advancement in originality. For example, treatment group students designed a baby car seat, which analyzed baby’s crying and respond accordingly. When the crying was low (what students called boredom cry) AI was playing a baby song and when the crying was loud (what students called fear cry) AI was entertaining the baby by moving the toys. This unique idea, emerging from elementary-level students, was showcased in a national techno exhibition for secondary level and university students. These findings were aligning with research that supports the role of AI robotics intervention in fostering originality and unique idea generation. Students attributed this growth in originality to the freedom of choosing from a range of sensors. As one student put it, “"I feel Arduino robots are real! You can ask for many demands because there are plenty sensors one can choose from, as long as you open your imagination.” These results suggest that AI robotics programs foster originality, supporting previous studies [10, 11, 12, 14] but contradicting study [13].

7. Discussion

The results of this study offer insights into the influence of AI robotics on student creativity development. Posttest scores from the treatment group, who received AI robotics interventions, showed significant enhancements in creative thinking skills compared to those from the control group, who received no AI intervention. Qualitative data from task observation and student interviews also strengthened the study’s findings, as treatment group students frequently discussed their enhancements in fluency, flexibility, originality, and elaboration. These findings suggest that AI robotics interventions positively impacted students’ creative abilities, echoing previous research [2, 7, 8, 9, 10, 11, 12, 14] that found similar effects.

When the intervention program incorporated AI robotics, significant improvements were recorded across all creativity skills — fluency, flexibility, originality, and elaboration. This aligns with earlier studies [10, 12] that underscored the positive impact of AI robotics interventions on creativity. The benefits of AI, such as speed and accuracy, deep learning capabilities, and the ability to handle more complex tasks, might explain this. Equipped with various sensors (e.g., proximity, humidity, sound sensors, accelerometer, and other environmental sensors), AI-powered robots can sense, analyze, and respond to data in real-time, making them seem “real.”

The present study was more successful at developing a broader range of creative thinking skills compared to previous research. This could be due to the small sample size, the duration of the AI robotics intervention, and the setting where the research was conducted. The research was carried out in the comfort of the participants’ classroom. The instructions were delivered by their teacher, unlike some research studies where unfamiliar coaches -provided instructions in unfamiliar afternoon club settings. Given the students’ age, a familiar setting and coach might be beneficial for fostering creativity.

The study spanned 12 weeks, allowing students to master AI programming without undue pressure. On the other hand, the research had its weaknesses. The sample included only female students from a local primary school, which served children from predominantly middle socio-economic background. Performing further research with diverse samples including both genders, various academic level students, and with diverse socio-economic statuses could yield comprehensive insights into the effects of AI robotics in future research.

The present research applied both qualitative and quantitative methods. Employing other means of data collection, such as case studies, may offer additional info and deeper our understanding on the way AI robotics enhance children’s creativity.

8. Conclusions

In conclusion, this paper underscores the influence of AI robotics in fostering creative thinking skills. The research offered valuable insights into the effect of AI robotics on the development of creative thinking skills. The AI robotics intervention suggested a broad impact on creative thinking skills, including fluency, flexibility, originality, and elaboration. AI was found to be beneficial in providing a realistic environment for creativity development. Consequently, policy makers and educators may consider several implications. For instance, policy makers might consider offering training in AI robotics as part of professional development programs or funding large-scale and longitudinal studies in the field. School leaders and teachers might consider integrating AI robotics into their curricula. It is worth noting that teaching AI robotics requires well-trained instructors to prevent student demotivation due to bugs in AI. Similarly, manufactures may consider resolving the bugs with Arduino hardware and provide easy-to-use and applicable AI hardware for educational purposes. This study demonstrated attempts at enhancing sustainable development through fostering creativity. More efforts are needed to incorporate AI robotics into education, thereby fostering creativity and enhancing sustainable development in the near future.

Conflict of interest

The authors declare no conflict of interest.

Notes/thanks/other declarations

Special Thanks to Zeeba Khayamy and my beloved students, my princess of creativity.